Identificación del tema y subtemas para mejorar la comprensión de textos continuos y discontinuos en estudiantes de primero de secundaria
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Date
2021
Authors
Esquivel Gil, María Edita
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Publisher
Universidad Nacional de Trujillo
Abstract
El presente trabajo ha sido elaborado para estudiantes del primer grado de educación secundaria en el año 2021, con el tema titulado: Estrategias de identificación del tema y subtemas en textos continuos y discontinuos para mejorar el desempeño de comprensión de textos en estudiantes de primer grado de educación secundaria. Esta sesión de aprendizaje tiene el propósito deducir el tema y subtema en textos continuos y discontinuos para mejorar la comprensión de textos, en los estudiantes. En lo referido al sustento teórico, se ha tomado en consideración los principales aportes de autores y documentación del MINEDU tanto para la gestión de la práctica docente como para el desarrollo del área de Comunicación. Este marco de referencia ha permitido respaldar la información recopilada y otorgar soporte a los docentes en su quehacer educativo. Para el caso de la identificación del tema en los textos discontinuos, se aplicará estrategias como la predicción a partir de imágenes, título, etc. Así como también el planteamiento de preguntas. Para el sustento pedagógico, se caracterizó por una reflexión sobre la metodología empleada en la comprensión de textos en proceso de aprendizaje y enseñanza, bajo un enfoque situacional. Asimismo, también se asume el enfoque cognitivo como base de la práctica pedagógica, la evaluación por competencias y evaluación formativa. Tal como Plantea Isabel Solé (2005), en su trabajo sobre estrategias de comprensión lectora, plantea entre otras: elaborar y probar inferencias de diversos tipos: interpretaciones, predicciones, hipótesis y conclusiones. En consecuencia, el trabajo se afirma en el desarrollo de la sesión de aprendizaje bajo el enfoque por competencias, logrando de esta manera asumir la importancia de la planificación docente, la identificación de situaciones significativas de acuerdo con el contexto y los enfoques transversales, así como el manejo de las distintas estrategias de aprendizaje. Todo ello, en función a las competencias, capacidades, y desempeños del área de Comunicación. Finalmente, lo que se ha logrado evidenciar es que los niños adquirieron el gusto por la lectura y aprendieron a ser felices con la lectura, por lo que de aquí en más tendrán pocas dificultades para comprender lo que se ha leído.
This work was developed for students of the first grade of secondary education in 2021, with the theme entitled: Strategies for identifying the subject and subtopics in continuous and discontinuous texts to improve the performance of understanding texts in first grade students of secondary education. This learning session aims to achieve in students the ability to identify the topic, subtopics, ideas and intent of the text. With regard to theoretical support, the main contributions of authors and documentation of the MINEDU have been taken into account both for the management of teaching practice and for the development of the Communication area. This framework of reference has enabled to support the information collected and support teachers in their educational work. In the case of the identification of the topic in the discontinuous texts, strategies such as prediction from images, title, etc. will be applied. As well as the questioning. For pedagogical support, it was characterized by a reflection on the methodology used in the understanding of texts in the process of learning and teaching, under a situational approach. The cognitive approach is also assumed as the basis of pedagogical practice, competency assessment and formative evaluation. As Isabel Solé (2005) proposes, in her work on reading comprehension strategies, she proposes, among others: to elaborate and test inferences of various types: interpretations, predictions, hypotheses and conclusions. Consequently, the work is affirmed in the development of the learning session under the competency approach, thus achieving the importance of teacher planning, the identification of significant situations according to the context and the transverse approaches, as well as the management of the different learning strategies. All this, depending on the competences, capabilities, and performances of the Communication area. Finally, what has been shown is that the children acquired a taste for reading and learned to be happy with reading, so that from now on they will have little difficulty understanding what has been read.
This work was developed for students of the first grade of secondary education in 2021, with the theme entitled: Strategies for identifying the subject and subtopics in continuous and discontinuous texts to improve the performance of understanding texts in first grade students of secondary education. This learning session aims to achieve in students the ability to identify the topic, subtopics, ideas and intent of the text. With regard to theoretical support, the main contributions of authors and documentation of the MINEDU have been taken into account both for the management of teaching practice and for the development of the Communication area. This framework of reference has enabled to support the information collected and support teachers in their educational work. In the case of the identification of the topic in the discontinuous texts, strategies such as prediction from images, title, etc. will be applied. As well as the questioning. For pedagogical support, it was characterized by a reflection on the methodology used in the understanding of texts in the process of learning and teaching, under a situational approach. The cognitive approach is also assumed as the basis of pedagogical practice, competency assessment and formative evaluation. As Isabel Solé (2005) proposes, in her work on reading comprehension strategies, she proposes, among others: to elaborate and test inferences of various types: interpretations, predictions, hypotheses and conclusions. Consequently, the work is affirmed in the development of the learning session under the competency approach, thus achieving the importance of teacher planning, the identification of significant situations according to the context and the transverse approaches, as well as the management of the different learning strategies. All this, depending on the competences, capabilities, and performances of the Communication area. Finally, what has been shown is that the children acquired a taste for reading and learned to be happy with reading, so that from now on they will have little difficulty understanding what has been read.
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Keywords
Educación, Educación secundaria, Comunicación, Lectura, Texto